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We wish to make the following correction to the published paper 'Effects of Transient Loss of Vision on Head and Eye Movements during Visual Search in a Virtual Environment'. We have identified a flaw in the implementation of a latency mitigation strategy for our gaze-contingent protocol written in Unity3D. As a result, the maximum latency is now estimated to be 30 ms instead of 15 ms, which should not affect any of the results originally published but should be noted for further reference.
Um Unterricht durch digitale Medien lernwirksam gestalten zu können, sollten Lehrkräfte über die notwendigen Kompetenzen für einen didaktisch angemessenen und reflektieren Einsatz von Technologien verfügen. Neben der Verbesserung der technischen Infrastruktur an Schulen ist es daher notwendig, Lehrkräfte bei ihrer Professionalisierung zu unterstützen. Lehrkräfte an deutschen Schulen zeigen allerdings eine eher zurückhaltende Teilnahme an Fortbildungsangeboten zu digitalen Themen, was auf eine fehlende Passung zu den realen Bedarfen hinweisen kann. Der vorliegende Beitrag widmet sich daher Präferenzen von Lehrkräften zu Inhalten und Gestaltungsmerkmalen von Fortbildungen zu digitalen Medien und berichtet dazu Ergebnisse einer Befragung von Gymnasiallehrkräften (N = 238). Um möglichst zielgruppenspezifische Ergebnisse zu erhalten, wurden über eine latente Profilanalyse mit Personenmerkmalen (technologisches und technologisch-pädagogisches Wissen, Selbstwirksamkeit, Mediennutzung) drei Profile identifiziert und im Hinblick auf ihre Präferenzen verglichen. Die Ergebnisse weisen auf eine Vielfalt an thematischen Wünschen sowie auf die Notwendigkeit einer bedarfsgerechten Gestaltung von Fortbildungen hin. Abschließend werden zusammenfassende Empfehlungen zur Gestaltung von Lehrkräftefortbildungen zu digitalen Medien formuliert.
Background: Excessive unilateral joint loads may lead to overuse disorders. Bilateral training in archery is only performed as a supportive coordination training and as a variation of typical exercise. However, a series of studies demonstrated a crossover transfer of training-induced motor skills to the contralateral side, especially in case of mainly unilateral skills. We compared the cervical spine and shoulder kinematics of unilateral and bilateral training archers.
Methods: In this cross-sectional study, 25 (5 females, 48 ± 14 years) bilaterally training and 50 age-, sex- and level-matched (1:2; 47.3 ± 13.9 years) unilaterally training competitive archers were included. Cervical range of motion (RoM, all planes) and glenohumeral rotation were assessed with an ultrasound-based 3D motion analysis system. Upward rotation of the scapula during abduction and elevation of the arm were measured by means of a digital inclinometer and active shoulder mobility by means of an electronic caliper. All outcomes were compared between groups (unilaterally vs. bilaterally) and sides (pull-hand- vs. bow-hand-side).
Results: Unilateral and bilateral archers showed no between group and no side-to-side-differences in either of the movement direction of the cervical spine. The unilateral archers had higher pull-arm-side total glenohumeral rotation than the bilateral archers (mean, 95% CI), (148°, 144–152° vs. 140°, 135°-145°). In particular, internal rotation (61°, 58–65° vs. 56°, 51–61°) and more upward rotation of the scapula at 45 degrees (12°, 11–14° vs. 8°, 6–10°), 90 degrees (34°, 31–36° vs. 28°, 24–32°), 135 degrees (56°, 53–59° vs. 49°, 46–53°), and maximal (68°, 65–70° vs. 62°, 59–65°) arm abduction differed. The bow- and pull-arm of the unilateral, but not of the bilateral archers, differed in the active mobility of the shoulder (22 cm, 20–24 cm vs. 18 cm, 16–20 cm).
Conclusions: Unilaterally training archers display no unphysiologic movement behaviour of the cervical spine, but show distinct shoulder asymmetris in the bow- and pull-arm-side when compared to bilateral archers in glenohumeral rotation, scapula rotation during arm abduction, and active mobility of the shoulder. These asymmetries in may exceed physiological performance-enhancing degrees. Bilateral training may seems appropriate in archery to prevent asymmetries.
Human observers can quickly and accurately categorize scenes. This remarkable ability is related to the usage of information at different spatial frequencies (SFs) following a coarse-to-fine pattern: Low SFs, conveying coarse layout information, are thought to be used earlier than high SFs, representing more fine-grained information. Alternatives to this pattern have rarely been considered. Here, we probed all possible SF usage strategies randomly with high resolution in both the SF and time dimensions at two categorization levels. We show that correct basic-level categorizations of indoor scenes are linked to the sampling of relatively high SFs, whereas correct outdoor scene categorizations are predicted by an early use of high SFs and a later use of low SFs (fine-to-coarse pattern of SF usage). Superordinate-level categorizations (indoor vs. outdoor scenes) rely on lower SFs early on, followed by a shift to higher SFs and a subsequent shift back to lower SFs in late stages. In summary, our results show no consistent pattern of SF usage across tasks and only partially replicate the diagnostic SFs found in previous studies. We therefore propose that SF sampling strategies of observers differ with varying stimulus and task characteristics, thus favouring the notion of flexible SF usage.
Background and aims: One reason for the controversial discussion of whether the dual task (DT) walking paradigm has an added value for diagnosis in clinical conditions might be the use of different gait measurement systems. Therefore, the purpose was 1) to detect DT effects of central gait parameters obtained from five different gait analysis devices in young and old adults, 2) to assess the consistency of the measurement systems, and 3) to determine if the absolut and proportional DT costs (DTC) are greater than the system-measurement error under ST. Methods: Twelve old (72.2 ± 7.9y) and 14 young adults (28.3 ± 6.2y) walked a 14.7-m distance under ST and DT at a self-selected gait velocity. Interrater reliability, precision of the measurement and sensitivity to change were calculated under ST and DT. Results: An age effect was observed in almost all gait parameters for the ST condition. For DT only differences for stride length (p < .029, ɳ2p = .239) as well as single and double limb support (p = .036, ɳ2p = .227; p = .034, ɳ2p = .218) remained. The measurement systems showed a lower absolute agreement compared to consistency across all systems. Conclusions: When reporting DT effects, the real changes in performance and random measurement errors should always be accounted for. These findings have strong implications for interpreting DT effects.
Background: Personal treatment goals (PTG) are important means to tailor psychotherapy to the needs of the patient, leading to increased engagement and greater improvement in relevant outcomes. According to lifespan developmental research, motivational goals in old age differ from goals of younger people, with management of losses rather than growth becoming more prevalent. However, this study is the first to systematically investigate age-specific differences in PTGs. Method: We used routine data from patients with major depression assessed at the beginning of outpatient cognitive behavioural therapy. Initial high-priority PTGs were assessed using the Bern Inventory of Treatment Goals (BIT-C). Older patients (≥60 years, n = 52) were matched to younger patients (<60 years, n = 52) with regard to severity of depression, number of comorbidities, gender and level of education. Results: Using a mixed method approach, high-priority PTGs of both age groups were focused most strongly on reducing depressive symptoms and, subsequently, anxiety. At the same time, older patients focused more strongly on PTGs related to well-being and functioning, while younger patients' emphasis was on personal growth. Furthermore, better coping with the ageing process and physical losses emerged as important PTGs for some older patients. Conclusion: Initial PTG themes are specific to diagnosis, but also seem to differ in regard to age. Thus, it is important to develop age-sensitive measures that allow appropriate and efficient tailoring of psychotherapy to meet older patients' needs and preferences.
Abstract: The Children's Communication Checklist-2 (CCC-2) is often applied to assess pragmatic language impairment which is highly prevalent in autism spectrum disorder (ASD) and several mental health conditions. We replicated previous findings on the limited applicability of the CCC-2 in clinical samples and the inconsistent findings concerning the factor structure. The aim of the present study was, thus, to develop a concise, simplified, and revised version of the CCC-2 in a large German-speaking sample. Four groups of children and adolescents aged 4 to 17 years were included: ASD (n = 195), intellectual disability (ID, n = 83), diverse mental health conditions (MHC, n = 144) and a typically developing control group (TD, n = 417). We reduced the original number of items from 70 to 39, based on item analysis, exploratory factor analysis and the exclusion of communication-unrelated items. The revised version, CCC-R (α = 0.96), consists of two empirically derived factors: a pragmatic-language (α = 0.96) and a grammatical-semantic-language factor (α = 0.93). All clinical groups (ASD, ID, and MHC) had significantly increased CCC-R total scores, with the highest scores being in the neurodevelopmental disorder groups (ASD and ID). In addition, we found group-specific patterns of elevated pragmatic-language scores in the ASD group and grammatical-semantic scores in the ID group. The CCC-R was comparable to the CCC-2 in distinguishing ASD from the other groups. The CCC-R is proposed as a simplified and easily applied, clinical questionnaire for caregivers, assessing pragmatic language impairments across neurodevelopmental disorders and mental health conditions. Lay Summary: The CCC-2 is a questionnaire designed to identify children who have problems in the social use of language, however, it is limited in its clinical application and exhibits inconsistent factors. We have created a shorter and simpler version of the CCC-2 that we have called the CCC-R which overcomes the previous limitations of the CCC-2. It consists of two subscales: pragmatic language and grammatical-semantic language. The CCC-R can be used as a short and clinically relevant caregiver questionnaire which assesses pragmatic language impairments in children and adolescents. Autism Res 2021, 14: 759–772. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC.
Childhood and adolescent sexual abuse (CSA) is a traumatic experience associated with a variety of short- and long-term negative consequences. Theoretical models assume that an abuse related and learned distorted image of sexuality might lead CSA survivors to feel obligated to provide sex or engage in unwanted sexual practices in order to gain affection or prevent abandonment. Dialectical behavioral therapy for posttraumatic stress disorder (DBT-PTSD) is tailored to people with PTSD and comorbid emotion regulation deficits. This case study presents the results of an outpatient DBT-PTSD treatment of an adult patient with posttraumatic stress disorder following sexual and physical abuse. DBT-PTSD was used to treat the patient’s complex psychopathological problems and to decrease her risky sexual behavior, which manifested itself in highly dangerous sexual practices with her partner. The treatment took place over a period of 18 months, with a total of 72 sessions. At the end of the treatment, the patient no longer met criteria for PTSD as indicated by large reductions in the assessments used. Furthermore, she managed to distance herself from risky sexual practices and to remain in a satisfying relationship.
Feasibility of present-centered therapy for prolonged grief disorder: results of a pilot study
(2021)
Present-centered therapy (PCT) was originally developed as a strong comparator for the non-specific effects of psychotherapy in the treatment of posttraumatic stress disorder. PCT qualifies as a not strictly supportive treatment as it is structured and homework is assigned between sessions. It does not focus on cognitive restructuring or exposure. A growing body of literature supports its beneficial effects. For example, it demonstrated only slightly inferior effect sizes and lower dropout rates compared to that of trauma-focused cognitive behavioral therapy in several trials with patients suffering from posttraumatic stress disorder. The current study is the first to evaluate the feasibility and the treatment effects of PCT in adults with prolonged grief disorder (PGD). Meta-analyses on psychotherapy for PGD have yielded moderate effect sizes. N = 20 individuals suffering from PGD were treated with PCT by novice therapists as part of a preparation phase for an upcoming RCT in an outpatient setting. Treatment consisted of 20–24 sessions á 50 min. All outcomes were assessed before treatment, at post-treatment, and at the 3-month follow-up. The primary outcome, PGD symptom severity, was assessed using the Interview for Prolonged Grief-13. Secondary outcomes were self-reported PGD severity, depression, general psychological distress, and somatic symptom severity. Furthermore, therapists evaluated their experiences with their first PCT patient and the treatment manual. In intent-to-treat analyses of all patients we found a significant decrease in interview-based PGD symptom severity at post-treatment (d = 1.26). Decreases were maintained up to the 3-month follow-up assessment (d = 1.25). There were also significant decreases in self-reported PGD symptoms, depression, and general psychological distress. No changes were observed for somatic symptoms. The completion rate was 85%. Therapists deemed PCT to be a learnable treatment program that can be adapted to the patient's individual needs. The preliminary results of PCT as a treatment for PGD demonstrate large effects and indicate good feasibility in outpatient settings. The treatment effects were larger than those reported in meta-analyses. Thus, PCT is a promising treatment for PGD. Possible future research directions are discussed.
In memory of Edward Diener: reflections on his career, contributions and the science of happiness
(2021)
Prof. Edward (Ed) Diener (1946-2021), a pioneer in positive psychology, passed away on the 27th of April 2021 at his home in Salt Lake City, Utah (Salt Lake City Tribune, 2021). As one of the most influential psychologists of the discipline, Ed Diener pushed the boundaries of our understanding of positive psychological functioning, subjective well-being, and happiness (Layous, 2020). As one of the Top 200 most cited researchers across all disciplines and fields, he will be most remembered for founding the scientific study of subjective well-being (SWB) and happiness (Bakshi, 2019). Diener developed the concept of subjective well-being by exploring the factors that influence people's life satisfaction (Diener et al., 2017a). He studied the individual causes of subjective well-being, such as close social relationships, income, meaning and purpose, personality, and societal causes, such as economic development, low corruption and crime, and a healthy environment (Diener et al., 2018). His research has discovered both universal and culture-specific causes and consequences of SWB and influenced governmental policy (Oishi et al., 1999). In respect of his memory, the purpose of this paper is threefold: (a) to reflect upon his career journey, (b) to celebrate his significant contributions to the discipline, and (c) to provide personal reflections of those who worked closely with him over the past 50 years.
Disentangling age and schooling effects on inhibitory control development: An fNIRS investigation
(2021)
Children show marked improvements in executive functioning (EF) between 4 and 7 years of age. In many societies, this time period coincides with the start of formal school education, in which children are required to follow rules in a structured environment, drawing heavily on EF processes such as inhibitory control. This study aimed to investigate the longitudinal development of two aspects of inhibitory control, namely response inhibition and response monitoring and their neural correlates. Specifically, we examined how their longitudinal development may differ by schooling experience, and their potential significance in predicting academic outcomes. Longitudinal data were collected in two groups of children at their homes. At T1, all children were roughly 4.5 years of age and neither group had attended formal schooling. One year later at T2, one group (P1, n = 40) had completed one full year of schooling while the other group (KG, n = 40) had stayed in kindergarten. Behavioural and brain activation data (measured with functional near-infrared spectroscopy, fNIRS) in response to a Go/No-Go task and measures of academic achievement were collected. We found that P1 children, compared to KG children, showed a greater change over time in activation related to response monitoring in the bilateral frontal cortex. The change in left frontal activation difference showed a small positive association with math performance. Overall, the school environment is important in shaping the development of the brain functions underlying the monitoring of one own's performance.
Pathological grief has received increasing attention in recent years, as about 10% of the bereaved suffer from one kind of it. Pathological grief in the form of prolonged grief disorder (PGD) is a relatively new diagnostic category which will be included into the upcoming ICD-11. To date, various risk and protective factors, as well as treatment options for pathological grief, have been proposed. Nevertheless, empirical evidence in that area is still scarce. Our aim was to identify the association of interpersonal closeness with the deceased and bereavement outcome. Interpersonal closeness with the deceased in 54 participants (27 patients suffering from PGD and 27 bereaved healthy controls) was assessed as the overlap of pictured identities via the inclusion of the other in the self scale (IOS scale). In addition to that, data on PGD symptomatology, general mental distress and depression were collected. Patients suffering from PGD reported higher inclusion of the deceased in the self. By contrast, they reported feeling less close towards another living close person. Results of the IOS scale were associated with PGD severity, general mental distress and depression. Inclusion of the deceased in the self is a significant statistical predictor for PGD caseness.
Governments have restricted public life during the COVID-19 pandemic, inter alia closing sports facilities and gyms. As regular exercise is essential for health, this study examined the effect of pandemic-related confinements on physical activity (PA) levels. A multinational survey was performed in 14 countries. Times spent in moderate-to-vigorous physical activity (MVPA) as well as in vigorous physical activity only (VPA) were assessed using the Nordic Physical Activity Questionnaire (short form). Data were obtained for leisure and occupational PA pre- and during restrictions. Compliance with PA guidelines was calculated based on the recommendations of the World Health Organization (WHO). In total, n = 13,503 respondents (39 ± 15 years, 59% females) were surveyed. Compared to pre-restrictions, overall self-reported PA declined by 41% (MVPA) and 42.2% (VPA). Reductions were higher for occupational vs. leisure time, young and old vs. middle-aged persons, previously more active vs. less active individuals, but similar between men and women. Compared to pre-pandemic, compliance with WHO guidelines decreased from 80.9% (95% CI: 80.3–81.7) to 62.5% (95% CI: 61.6–63.3). Results suggest PA levels have substantially decreased globally during the COVID-19 pandemic. Key stakeholders should consider strategies to mitigate loss in PA in order to preserve health during the pandemic.
Most countries affected by the COVID-19 pandemic have repeatedly restricted public life to control the contagion. However, the health impact of confinement measures is hitherto unclear. We performed a multinational survey investigating changes in mental and physical well-being (MWB/PWB) during the first wave of the pandemic. A total of 14,975 individuals from 14 countries provided valid responses. Compared to pre-restrictions, MWB, as measured by the WHO-5 questionnaire, decreased considerably during restrictions (68.1 ± 16.9 to 51.9 ± 21.0 points). Whereas 14.2% of the participants met the cutoff for depression screening pre-restrictions, this share tripled to 45.2% during restrictions. Factors associated with clinically relevant decreases in MWB were female sex (odds ratio/OR = 1.20, 95% CI: 1.11–1.29), high physical activity levels pre-restrictions (OR = 1.29, 95% CI 1.16–1.42), decreased vigorous physical activity during restrictions (OR = 1.14, 95% CI: 1.05–1.23), and working (partially) outside the home vs. working remotely (OR = 1.29, 95% CI: 1.16–1.44/OR = 1.35, 95% CI: 1.23–1.47). Reductions, although smaller, were also seen for PWB. Scores in the SF-36 bodily pain subscale decreased from 85.8 ± 18.7% pre-restrictions to 81.3 ± 21.9% during restrictions. Clinically relevant decrements of PWB were associated with female sex (OR = 1.62, 95% CI: 1.50–1.75), high levels of public life restrictions (OR = 1.26, 95% CI: 1.18–1.36), and young age (OR = 1.10, 95% CI: 1.03–1.19). Study findings suggest lockdowns instituted during the COVID-19 pandemic may have had substantial adverse public health effects. The development of interventions mitigating losses in MWB and PWB is, thus, paramount when preparing for forthcoming waves of COVID-19 or future public life restrictions.
The present study aimed to investigate the affect-cognition interplay in young and older adults by studying prospective memory (PM), the realisation of delayed intentions. While most previous studies on the topic were conducted in the laboratory, we examined the influence of naturally occurring affect on PM tasks carried out in participants' everyday lives. For seven consecutive days, participants were asked to rate their affective state nine times per day and send text messages either at specific times (time-based PM) or when a particular event occurred (event-based PM). Results showed that within-participants changes in valence from more positive to more negative affect were associated with decreased PM performance. This was similarly true for young and older adults. The design used allowed linkage of within-participants fluctuations of affect and cognitive functions, constituting a methodological advancement. Results suggest that positive affect has the potential to improve cognitive functioning in everyday life.
As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers’ scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education.
As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers’ scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education.
The spread of the COVID-19 virus was met by a strict lockdown in many countries around the world, with the closure of all physical activity (PA) facilities and limitations on moving around freely. The aim of the present online survey was to assess the effect of lockdown on physical activity in Italy. Physical activity was assessed using the European Health Interview Survey questionnaire. A total of 1500 datasets were analyzed. Differences between conditions were tested with a chi2-based (χ2) test for categorical variables, and with the Student’s t-test for paired data. A fixed effects binary logistic regression analysis was conducted to identify relevant predictor variables to explain the compliance with World Health Organisation (WHO) recommendations. We found a substantial decline in all physical activity measures. Mean differences in walking and cycling metabolic equivalent of task minutes per week (METmin/week), respectively, were 344.4 (95% confidence interval (95% CI): 306.6–382.2; p < 0.001) and 148.5 (95% CI: 123.6–173.5; p < 0.001). Time spent in leisure time decreased from 160.8 to 112.6 min/week (mean difference 48.2; 95% CI: 40.4–56.0; p < 0.001). Compliance with WHO recommendations decreased from 34.9% to 24.6% (chi2 (1, 3000) = 38.306, p < 0.001, V = 0.11). Logistic regression showed a reduced chance (OR 0.640, 95% CI: 0.484–0.845; p = 0.001) to comply with WHO PA recommendations under lockdown conditions. Measures to promote physical activity should be intensified to limit detrimental health effects.
With our research, we contribute to the research on proactive work behavior in two ways. First, we examine a person's gender as a boundary condition for proactive behavior at work. Based on social role theory, we argue that women are less likely to receive credit for showing personal initiative (PI) than men. Second, we examine agency and communion as underlying mechanisms that translate PI into a person's evaluation and drive backlash effects. The hypotheses were tested in two complementary experimental studies (Study 1; N = 114, Study 2: N = 163) using simulated job interviews. Our results show that PI relates to better evaluations (likeability, perceived competence, performance evaluations, expected success and hireability) of the job applicant and that these effects are mediated by agency and communion. Further, we find backlash effects for women high in agency and men high in communion on likeability (Study 2). The implications of these results for organizations and future research are discussed.
Beneficial acute effects of resistance exercise on cognitive functions may be modified by exercise intensity or by habitual physical activity. Twenty-six participants (9 female and 17 male; 25.5 ± 3.4 years) completed four resistance exercise interventions in a randomized order on separate days (≥48 h washout). The intensities were set at 60%, 75%, and 90% of the one repetition maximum (1RM). Three interventions had matched workloads (equal resistance*nrepetitions). One intervention applied 75% of the 1RM and a 50% reduced workload (resistance*nrepetitions = 50%). Cognitive attention (Trail Making Test A—TMTA), task switching (Trail Making Test B—TMTB), and working memory (Digit Reading Spans Backward) were assessed before and immediately after exercise. Habitual activity was assessed as MET hours per week using the International Physical Activity Questionnaire. TMTB time to completion was significantly shorter after exercise with an intensity of 60% 1RM and 75% 1RM and 100% workload. Friedman test indicated a significant effect of exercise intensity in favor of 60% 1RM. TMTA performance was significantly shorter after exercise with an intensity of 60% 1RM, 90% 1RM, and 75% 1RM (50% workload). Habitual activity with vigorous intensity correlated positively with the baseline TMTB and Digit Span Forward performance but not with pre- to post-intervention changes. Task switching, based on working memory, mental flexibility, and inhibition, was beneficially influenced by acute exercise with moderate intensity whereas attention performance was increased after exercise with moderate and vigorous intensity. The effect of regular activity had no impact on acute exercise effects.
Background: Associations between age, concerns or history of falling, and various gait parameters are evident. Limited research, however, exists on how such variables moderate the age-related decline in gait characteristics. The purpose of the present study was to investigate the moderating effects of concerns of falling (formerly referred to as fear of falling), history of falls & diseases, and sociodemographic characteristics on changes in gait characteristics with increasing age in the elderly. Methods: In this individual participant level data re-analysis, data from 198 participants (n = 125 females) from 60 to 94 years of age were analysed (mean 73.9, standard deviation 7.7 years). Dependent variables were major spatiotemporal gait characteristics, assessed using a capacitive force measurement platform (zebris FDM-T). Age (independent variable) and the moderating variables concerns of falling (FES-I), gender/sex, history of falls and fall-related medical records, number of drugs daily taken, and body mass index were used in the statistical analysis. Hierarchical linear mixed moderation models (multilevel analysis) with stepwise (forward) modelling were performed. Results: Decreases of gait speed (estimate = −.03, equals a decrease of 0.03 m/s per year of ageing), absolute (− 1.4) and gait speed-normalized (−.52) stride length, step width (−.08), as well as increases in speed normalized cadence (.65) and gait speed variability (.15) are all age-related (each p < .05). Overall and specific situation-related concerns of falling (estimates: −.0012 to −.07) were significant moderators. History of potentially gait- and/or falls-affecting diseases accelerated the age-related decline in gait speed (−.002) and its variability (.03). History of falls was, although non-significant, a relevant moderator (in view of increasing the model fit) for cadence (.058) and gait speed (−.0027). Sociodemographics and anthropometrics showed further moderating effects (sex moderated the ageing effect on stride length, .08; height moderated the effect on the normalised stride length, .26; BMI moderated the effects on step width, .003). Conclusion: Age-related decline in spatiotemporal gait characteristics is moderated by concerns of falling, (non-significantly) by history of falls, significantly by history of diseases, and sociodemographic characteristics in 60–94 years old adults. Knowing the interactive contributions to gait impairments could be helpful for tailoring interventions for the prevention of falls. Trial registration: Re-analysis of [21–24].
Investigation of the sympathetic regulation in delayed onset muscle soreness: results of an RCT
(2021)
Sports-related pain and injury is directly linked to tissue inflammation, thus involving the autonomic nervous system (ANS). In the present experimental study, we disable the sympathetic part of the ANS by applying a stellate ganglion block (SGB) in an experimental model of delayed onset muscle soreness (DOMS) of the biceps muscle. We included 45 healthy participants (female 11, male 34, age 24.16 ± 6.67 years [range 18–53], BMI 23.22 ± 2.09 kg/m2) who were equally randomized to receive either (i) an SGB prior to exercise-induced DOMS (preventive), (ii) sham intervention in addition to DOMS (control/sham), or (iii) SGB after the induction of DOMS (rehabilitative). The aim of the study was to determine whether and to what extent sympathetically maintained pain (SMP) is involved in DOMS processing. Focusing on the muscular area with the greatest eccentric load (biceps distal fifth), a significant time × group interaction on the pressure pain threshold was observed between preventive SGB and sham (p = 0.034). There was a significant effect on pain at motion (p = 0.048), with post hoc statistical difference at 48 h (preventive SGB Δ1.09 ± 0.82 cm VAS vs. sham Δ2.05 ± 1.51 cm VAS; p = 0.04). DOMS mediated an increase in venous cfDNA -as a potential molecular/inflammatory marker of DOMS- within the first 24 h after eccentric exercise (time effect p = 0.018), with a peak at 20 and 60 min. After 60 min, cfDNA levels were significantly decreased comparing preventive SGB to sham (unpaired t-test p = 0.008). At both times, 20 and 60 min, cfDNA significantly correlated with observed changes in PPT. The 20-min increase was more sensitive, as it tended toward significance at 48 h (r = 0.44; p = 0.1) and predicted the early decrease of PPT following preventive stellate blocks at 24 h (r = 0.53; p = 0.04). Our study reveals the broad impact of the ANS on DOMS and exercise-induced pain. For the first time, we have obtained insights into the sympathetic regulation of pain and inflammation following exercise overload. As this study is of a translational pilot character, further research is encouraged to confirm and specify our observations.
Objectives: Current treatments for chronic depression have focused on reducing interpersonal problems and negative affect, but paid little attention to promoting prosocial motivation and positive affect. Following this treatment focus, the objective of the present study was to examine whether the combination of metta (Loving Kindness) group meditation and subsequent tailored individual therapy focusing on kindness towards oneself and others (metta-based therapy, MBT) shows greater improvements in depressive symptoms than a wait list control group in patients with chronic depression. Methods: Forty-eight patients with DSM-5 persistent depressive disorder were randomly assigned to MBT or a wait list control condition. Outcome was assessed after group meditation, after subsequent individual therapy, and at 6-month follow-up. The primary outcome measure was an independent blind rating of depressive symptoms at post-test. Secondary outcome included changes in self-reported depression, behavioral activation, rumination, social functioning, mindfulness, compassion, and clinician-rated emotion regulation. Results: Mixed-design analyses showed significant differences between MBT and WLC in changes from pre- to post-test in clinician-rated and self-rated depression, behavioral activation, rumination, social functioning, mindfulness, and emotion regulation. Most of the changes occurred during group meditation and were associated with large effect sizes. Improvements were maintained at 6-month follow-up. Conclusions: The results provide preliminary support for the effectiveness of MBT in treating chronic depression. Trial Registration: ISRCTN, ISRCTN97264476.
Do leaders who build a sense of shared social identity in their teams thereby protect them from the adverse effects of workplace stress? This is a question that the present paper explores by testing the hypothesis that identity leadership contributes to stronger team identification among employees and, through this, is associated with reduced burnout. We tested this model with unique datasets from the Global Identity Leadership Development (GILD) project with participants from all inhabited continents. We compared two datasets from 2016/2017 (n = 5290; 20 countries) and 2020/2021 (n = 7294; 28 countries) and found very similar levels of identity leadership, team identification and burnout across the five years. An inspection of the 2020/2021 data at the onset of and later in the COVID-19 pandemic showed stable identity leadership levels and slightly higher levels of both burnout and team identification. Supporting our hypotheses, we found almost identical indirect effects (2016/2017, b = −0.132; 2020/2021, b = −0.133) across the five-year span in both datasets. Using a subset of n = 111 German participants surveyed over two waves, we found the indirect effect confirmed over time with identity leadership (at T1) predicting team identification and, in turn, burnout, three months later. Finally, we explored whether there could be a “too-much-of-a-good-thing” effect for identity leadership. Speaking against this, we found a u-shaped quadratic effect whereby ratings of identity leadership at the upper end of the distribution were related to even stronger team identification and a stronger indirect effect on reduced burnout.
Transcranial alternating-current stimulation (tACS) in the frequency range of 1–100 Hz has come to be used routinely in electroencephalogram (EEG) studies of brain function through entrainment of neuronal oscillations. It turned out, however, to be highly non-trivial to remove the strong stimulation signal, including its harmonic and non-harmonic distortions, as well as various induced higher-order artifacts from the EEG data recorded during the stimulation. In this paper, we discuss some of the problems encountered and present methodological approaches aimed at overcoming them. To illustrate the mechanisms of artifact induction and the proposed removal strategies, we use data obtained with the help of a schematic demonstrator setup as well as human-subject data.
Der vorliegende Beitrag untersucht die Bedeutung von individuellen Merkmalen (Fähigkeitsselbstkonzept und Leistungsängstlichkeit) sowie von konstruktiver Unterstützung durch Lehrkräfte für die soziale Integration von Schülerinnen und Schülern in der Sekundarstufe. Bezüglich des Unterrichtsqualitätsmerkmals der konstruktiven Unterstützung wird zwischen zwei Facetten unterschieden, nämlich einer sozio-emotionalen Unterstützung sowie einer fachlich-inhaltlichen Unterstützung durch die Lehrkraft. Dabei wird erstmals die Bedeutung dieser Facetten für die von Schülerinnen und Schülern erlebte soziale Integration untersucht und ebenso geprüft, welche differenziellen Zusammenhänge sich für Lernende mit individuellen Risikofaktoren schulischer Entwicklung zeigen. Es wurden Befragungsdaten aus zwei Erhebungszeitpunkten (mittlerer Abstand: 8 Wochen) von 1.116 Schülerinnen und Schülern in 49 Mathematikklassen der Sekundarstufe mehrebenen-analytisch ausgewertet. Die Ergebnisse zeigen, dass beide Facetten konstruktiver Unterstützung mit dem Erleben sozialer Integration zusammenhingen. Schülerinnen und Schüler mit niedrigem Mathematik-Fähigkeitsselbstkonzept bzw. hoher Leistungsängstlichkeit fühlten sich weniger gut in die Klassengemeinschaft integriert. Die Facetten konstruktiver Unterstützung spielten für diese Zusammenhänge eine besondere Rolle: Der Zusammenhang zwischen Fähigkeitsselbstkonzept und sozialer Integration wurde durch eine fachlich-inhaltliche Unterstützung moderiert, sodass sich Lernende mit niedrigem Fähigkeitsselbstkonzept in Klassen mit hoher fachlich-inhaltlicher Unterstützung vergleichbar gut sozial integriert fühlten wie die anderen Lernenden. Der Zusammenhang von Leistungsängstlichkeit und sozialer Integration wurde durch beide Facetten konstruktiver Unterstützung moderiert, sodass in Klassen mit hoher konstruktiver Unterstützung Lernende mit hoher Leistungsängstlichkeit sich genauso sozial integriert erlebten wie ihre weniger leistungsängstlichen Mitschülerinnen und Mitschüler. Der Beitrag untermauert somit die hohe Bedeutung von Beziehungsqualität im schulischen Kontext und bringt neue Erkenntnisse zu differenziellen Zusammenhängen von Unterricht und schulischen Outcomes in Abhängigkeit von den Lernvoraussetzungen der Schülerinnen und Schüler.
Auditory and visual percepts are integrated even when they are not perfectly temporally aligned with each other, especially when the visual signal precedes the auditory signal. This window of temporal integration for asynchronous audiovisual stimuli is relatively well examined in the case of speech, while other natural action-induced sounds have been widely neglected. Here, we studied the detection of audiovisual asynchrony in three different whole-body actions with natural action-induced sounds–hurdling, tap dancing and drumming. In Study 1, we examined whether audiovisual asynchrony detection, assessed by a simultaneity judgment task, differs as a function of sound production intentionality. Based on previous findings, we expected that auditory and visual signals should be integrated over a wider temporal window for actions creating sounds intentionally (tap dancing), compared to actions creating sounds incidentally (hurdling). While percentages of perceived synchrony differed in the expected way, we identified two further factors, namely high event density and low rhythmicity, to induce higher synchrony ratings as well. Therefore, we systematically varied event density and rhythmicity in Study 2, this time using drumming stimuli to exert full control over these variables, and the same simultaneity judgment tasks. Results suggest that high event density leads to a bias to integrate rather than segregate auditory and visual signals, even at relatively large asynchronies. Rhythmicity had a similar, albeit weaker effect, when event density was low. Our findings demonstrate that shorter asynchronies and visual-first asynchronies lead to higher synchrony ratings of whole-body action, pointing to clear parallels with audiovisual integration in speech perception. Overconfidence in the naturally expected, that is, synchrony of sound and sight, was stronger for intentional (vs. incidental) sound production and for movements with high (vs. low) rhythmicity, presumably because both encourage predictive processes. In contrast, high event density appears to increase synchronicity judgments simply because it makes the detection of audiovisual asynchrony more difficult. More studies using real-life audiovisual stimuli with varying event densities and rhythmicities are needed to fully uncover the general mechanisms of audiovisual integration.
Muscular fatigue can affect postural control processes by impacting on the neuromuscular and somatosensory system. It is assumed that this leads to an increased risk of injury, especially in sports such as alpine skiing that expose the body to strong and rapidly changing external forces. In this context, posture constraints and contraction-related muscular pressure may lead to muscular deoxygenation. This study investigates whether these constraints and pressure affect static and dynamic postural control. To simulate impaired blood flow in sports within a laboratory task, oxygen saturation was manipulated locally by using an inflatable cuff to induce blood flow restriction (BFR). Twenty-three subjects were asked to stand on a perturbatable platform used to assess postural-related movements. Using a 2 × 2 within-subject design, each participant performed postural control tasks both with and without BFR. BFR resulted in lower oxygenation of the m. quadriceps femoris (p = 0.024) and was associated with a significantly lower time to exhaustion (TTE) compared to the non-restricted condition [F(1,19) = 16.22, p < 0.001, ηp2 = 0.46]. Perturbation resulted in a significantly increased TTE [F(1,19) = 7.28, p = 0.014, ηp2 = 0.277]. There were no significant effects on static and dynamic postural control within the saturation conditions. The present data indicate that BFR conditions leads to deoxygenation and a reduced TTE. Postural control and the ability to regain stability after perturbation were not affected within this investigation.
Background: Protection against airborne infection is currently, due to the COVID-19-associated restrictions, ubiquitously applied during public transport use, work and leisure time. Increased carbon dioxide re-inhalation and breathing resistance may result thereof and, in turn, may negatively impact metabolism and performance.
Objectives: To deduce the impact of the surgical mask and filtering face piece type 2 (FFP2) or N95 respirator application on gas exchange (pulse-derived oxygen saturation (SpO2), carbon dioxide partial pressure (PCO2), carbon dioxide exhalation (VCO2) and oxygen uptake (VO2)), pulmonary function (respiratory rate and ventilation) and physical performance (heart rate HR, peak power output Wpeak).
Methods: Systematic review with meta-analysis. Literature available in Medline/Pubmed, the Cochrane Library and the Web of Knowledge with the last search on the 6th of May 2021. Eligibility criteria: Randomised controlled parallel group or crossover trials (RCT), full-text availability, comparison of the acute effects of ≥ 1 intervention (surgical mask or FFP2/N95 application) to a control/comparator condition (i.e. no mask wearing). Participants were required to be healthy humans and > 16 years of age without conditions or illnesses influencing pulmonary function or metabolism. Risk of bias was rated using the crossover extension of the Cochrane risk of bias assessment tool II. Standardised mean differences (SMD, Hedges' g) with 95% confidence intervals (CI) were calculated, overall and for subgroups based on mask and exercise type, as pooled effect size estimators in our random-effects meta-analysis.
Results: Of the 1499 records retrieved, 14 RCTs (all crossover trials, high risk of bias) with 25 independent intervention arms (effect sizes per outcome) on 246 participants were included. Masks led to a decrease in SpO2 during vigorous intensity exercise (6 effect sizes; SMD = − 0.40 [95% CI: − 0.70, − 0.09], mostly attributed to FFP2/N95) and to a SpO2-increase during rest (5 effect sizes; SMD = 0.34 [95% CI: 0.04, 0.64]); no general effect of mask wearing on SpO2 occurred (21 effect sizes, SMD = 0.34 [95% CI: 0.04, 0.64]). Wearing a mask led to a general oxygen uptake decrease (5 effect sizes, SMD = − 0.44 [95% CI: − 0.75, − 0.14]), to slower respiratory rates (15 effect sizes, SMD = − 0.25 [95% CI: − 0.44, − 0.06]) and to a decreased ventilation (11 effect sizes, SMD = − 0.43 [95% CI: − 0.74, − 0.12]). Heart rate (25 effect sizes; SMD = 0.05 [95% CI: − 0.09, 0.19]), Wpeak (9 effect sizes; SMD = − 0.12 [95% CI: − 0.39, 0.15]), PCO2 (11 effect sizes; SMD = 0.07 [95% CI: − 0.14, 0.29]) and VCO2 (4 effect sizes, SMD = − 0.30 [95% CI: − 0.71, 0.10]) were not different to the control, either in total or dependent on mask type or physical activity status.
Conclusion: The number of crossover-RCT studies was low and the designs displayed a high risk of bias. The within-mask- and -intensity-homogeneous effects on gas exchange kinetics indicated larger detrimental effects during exhausting physical activities. Pulse-derived oxygen saturation was increased during rest when a mask was applied, whereas wearing a mask during exhausting exercise led to decreased oxygen saturation. Breathing frequency and ventilation adaptations were not related to exercise intensity. FFP2/N95 and, to a lesser extent, surgical mask application negatively impacted the capacity for gas exchange and pulmonary function but not the peak physical performance.
Registration: Prospero registration number: CRD42021244634
The aim of this systematic review was to assess the effects of genetic variations and polymorphisms on endurance performance, muscle strength and injury susceptibility in competitive sports. The electronic databases PubMed and Web of Science were searched for eligible studies. The study quality was assessed using the RoBANS tool. Studies were included if they met the following criteria: (1) human study in English or German; (2) published in the period 2015–2019; (3) investigation of an association between genetic variants and endurance performance and/or muscle strength and/or endurance/strength training status as well as ligament, tendon, or muscle injuries; (4) participants aged 18–60 years and national or international competition participation; (5) comparison with a control group. Nineteen studies and one replication study were identified. Results revealed that the IGF-1R 275124 A>C rs1464430 polymorphism was overrepresented in endurance trained athletes. Further, genotypes of PPARGC1A polymorphism correlated with performance in endurance exercise capacity tests in athletes. Moreover, the RR genotype of ACTN3 R577X polymorphism, the C allele of IGF-1R polymorphism and the gene variant FTO T>A rs9939609 and/or their AA genotype were linked to muscle strength. In addition, gene variants of MCT1 (T1470A rs1049434) and ACVR1B (rs2854464) were also positively associated with strength athletes. Among others, the gene variants of the MMP group (rs591058 and rs679620) as well as the polymorphism COL5A1 rs13946 were associated with susceptibility to injuries of competitive athletes. Based on the identified gene variants, individualized training programs for injury prevention and optimization of athletic performance could be created for competitive athletes using gene profiling techniques.
Der vorliegende Beitrag untersucht die Bedeutung von individuellen Merkmalen (Fähigkeitsselbstkonzept und Leistungsängstlichkeit) sowie von konstruktiver Unterstützung durch Lehrkräfte für die soziale Integration von Schülerinnen und Schülern in der Sekundarstufe. Bezüglich des Unterrichtsqualitätsmerkmals der konstruktiven Unterstützung wird zwischen zwei Facetten unterschieden, nämlich einer sozio-emotionalen Unterstützung sowie einer fachlich-inhaltlichen Unterstützung durch die Lehrkraft. Dabei wird erstmals die Bedeutung dieser Facetten für die von Schülerinnen und Schülern erlebte soziale Integration untersucht und ebenso geprüft, welche differenziellen Zusammenhänge sich für Lernende mit individuellen Risikofaktoren schulischer Entwicklung zeigen. Es wurden Befragungsdaten aus zwei Erhebungszeitpunkten (mittlerer Abstand: 8 Wochen) von 1.116 Schülerinnen und Schülern in 49 Mathematikklassen der Sekundarstufe mehrebenen-analytisch ausgewertet. Die Ergebnisse zeigen, dass beide Facetten konstruktiver Unterstützung mit dem Erleben sozialer Integration zusammenhingen. Schülerinnen und Schüler mit niedrigem Mathematik-Fähigkeitsselbstkonzept bzw. hoher Leistungsängstlichkeit fühlten sich weniger gut in die Klassengemeinschaft integriert. Die Facetten konstruktiver Unterstützung spielten für diese Zusammenhänge eine besondere Rolle: Der Zusammenhang zwischen Fähigkeitsselbstkonzept und sozialer Integration wurde durch eine fachlich-inhaltliche Unterstützung moderiert, sodass sich Lernende mit niedrigem Fähigkeitsselbstkonzept in Klassen mit hoher fachlich-inhaltlicher Unterstützung vergleichbar gut sozial integriert fühlten wie die anderen Lernenden. Der Zusammenhang von Leistungsängstlichkeit und sozialer Integration wurde durch beide Facetten konstruktiver Unterstützung moderiert, sodass in Klassen mit hoher konstruktiver Unterstützung Lernende mit hoher Leistungsängstlichkeit sich genauso sozial integriert erlebten wie ihre weniger leistungsängstlichen Mitschülerinnen und Mitschüler. Der Beitrag untermauert somit die hohe Bedeutung von Beziehungsqualität im schulischen Kontext und bringt neue Erkenntnisse zu differenziellen Zusammenhängen von Unterricht und schulischen Outcomes in Abhängigkeit von den Lernvoraussetzungen der Schülerinnen und Schüler.
This software demonstration presents the possibilities for the construction, administration, and evaluation of criterion- referenced, computerized adaptive and nonadaptive tests with the R-based open-source KAT-HS app. This app enables users to apply the continuous item calibration strategy of Fink, Born, Spoden, and Frey (2018).
The intergroup sensitivity effect in mergers and acquisitions: testing the role of merger motives
(2021)
Research has shown that people are more defensive to criticism when it stems from an outgroup member, compared to an ingroup member (the intergroup sensitivity effect: ISE). We conducted two online vignette experiments to examine the ISE in the context of an organizational merger and the role of merger motives for the ISE. We predicted that the ISE would also emerge in mergers and acquisitions (M&As), but people would respond less negatively to criticism from the outgroup when the motive for the merger is described as achieving synergies rather than growth. In Experiment 1 (N = 452), which did not mention any motives behind the acquisition, a significant ISE emerged. Experiment 2 (N = 587) again showed an ISE regardless of the merger motive. In both experiments, the ISE was mediated by perceptions of the outgroup criticism as less legitimate and constructive. Overall, this research points to the intergroup sensitivity effect as a relevant phenomenon during post-merger integration.
Reasoning may help solving problems and understanding personal experiences. Ruminative reasoning, however, is inconclusive, repetitive, and usually regards negative thoughts. We asked how reasoning as manifested in oral autobiographical narratives might differ when it is ruminative versus when it is adaptive by comparing two constructs from the fields of psychotherapy research and narrative research that are potentially beneficial: innovative moments (IMs) and autobiographical reasoning (AR). IMs captures statements in that elaborate on changes regarding an earlier personal previous problem of the narrator, and AR capture the connecting of past events with other parts of the narrator’s life or enduring aspects of the narrator. A total of N = 94 university students had been selected from 492 students to differ maximally on trait rumination and trait adaptive reflection, and were grouped as ruminators (N = 38), reflectors (N = 37), and a group with little ruminative and reflective tendencies (“unconcerned,” N = 19). Participants narrated three negative personal experiences (disappointing oneself, harming someone, and being rejected) and two self-related experiences of more mixed valence (turning point and lesson learnt). Reflectors used more IMs and more negative than positive autobiographical arguments (AAs), but not more overall AAs than ruminators. Group differences were not moderated by the valence of memories, and groups did not differ in the positive effect of narrating on mood. Trait depression/anxiety was predicted negatively by IMs and positively by AAs. Thus, IMs are typical for reflectors but not ruminators, whereas the construct of AR appears to capture reasoning processes irrespective of their ruminative versus adaptive uses.
Objective: To compare narrative coping with physical and psychological ambiguous loss (AL) and definite loss in terms of distancing (vs. narrative immersion), meaning-making, and subjective biographical consequences.
Methods: Thirty adults who had lost a parent to death, to going missing, or to Alzheimer disease (N = 90, 67 females; mean age 36.73 years, SD = 7.27; mean time since loss 9.0 years) narrated two loss-related and three control memories.
Results: Individuals with AL were not more immersed in the loss experience, but less successful in finding meaning and in evaluating the loss and its consequences positively compared to those with a definite loss. These group differences were not due to differences in depression, posttraumatic stress disorder, and protracted grief.
Conclusions: Ambiguity of loss renders meaning-making and coherently narrating loss more difficult, leading to more negative affect, suggesting interventions that help narrating loss coherently in a self-accepting way.
Measuring teaching cross-culturally - the issue of measurement invariance and sources of bias
(2021)
Im Kontext der Globalisierung nimmt das Interesse daran, Unterricht vergleichend zwischen Bildungssystemen der ganzen Welt zu untersuchen, kontinuierlich zu (Paine et al., 2016). Unterricht ist einer der stärksten Prädiktoren für Lernergebnisse von Schülerinnen und Schülern (Hattie, 2009). Folglich bieten internationale Vergleiche die einmalige Möglichkeit von besonders erfolgreichen Bildungssystemen zu lernen und geben Auskunft über die Generalisierbarkeit beziehungsweise über die kulturellen Variationen von Unterricht und dessen Wirksamkeit. Gleichzeitig sind sie richtungsweisend für bildungspolitische Entscheidungen (Klieme, 2020). Zur Erfassung von Unterrichtsmerkmalen aus der Perspektive der beteiligten Lehrkräfte und Schülerinnen und Schüler werden häufig Fragebögen in internationalen Schulleistungsstudien eingesetzt. Erste empirische Befunde weisen jedoch daraufhin, dass die Fragebogenskalen oftmals nicht messinvariant sind (z.B. Desa, 2014; He & Kubacka, 2015; Nilsen & Gustafsson, 2016). Das bedeutet, dass Unterschiede in den Messwerten zwischen Bildungssystemen nicht automatisch genuine Unterschiede im gemessenen Konstrukt, wie beispielsweise Unterschiede in der Klassenführung, reflektieren. Stattdessen entstehen diese teilweise durch nicht intendierte kulturelle Variationen im Antwortprozess (Bias), beispielsweise durch kulturelle Unterschiede in der Bedeutung der Items zur Messung von Klassenführung oder durch kulturspezifische Antworttendenzen (van de Vijver & Leung, 1997). Eine fehlende Messinvarianz hat folgenreiche Konsequenzen, da valide (Mittelwerts-)Vergleiche von Unterrichtsmerkmalen zwischen Bildungssystemen nicht möglich sind und somit die umfangreichen Datensätze internationaler Studien nicht ausgeschöpft werden können (Davidov et al., 2018a). Dennoch mangelt es in der international vergleichenden Bildungsforschung bisher an empirischen Studien, die mit fortgeschrittenen Analysemethoden die Messinvarianz von Unterrichtsmerkmalen prüfen, sowie an empirisch-fundierten Erkenntnissen zu den Ursachen der oftmals fehlenden Invarianz. Mit einer Kombination aus quantitativen und qualitativen Methoden widmet sich die vorliegende Dissertation in drei Beiträgen der Aufarbeitung dieser Forschungslücke. Sie konzentriert sich auf Fragebogenskalen zur Messung von zwei generischen Unterrichtsmerkmalen aus der Perspektive von Schülerinnen und Schülern, der Unterrichtsqualität mit den Dimensionen Klassenführung, konstruktive Unterstützung und kognitive Aktivierung und den Unterrichtsmethoden mit den Dimensionen lehrerzentrierte und schülerzentrierte Methoden und Methoden des Assessments.
Beitrag I prüft die Messinvarianz von PISA Skalen zur Erfassung der drei Basisdimensionen der Unterrichtsqualität zwischen 15 Bildungssystemen. Zusätzlich wird untersucht, ob die kulturelle Ähnlichkeit (operationalisiert als ähnliche oder identische Sprache) der Bildungssysteme einen Einfluss auf das Ausmaß der Messinvarianz besitzt. Da die Modellannahmen der häufig eingesetzten konfirmatorischen Faktorenanalyse zunehmend als zu strikt für Messinvarianzprüfungen im interkulturellen Kontext kritisiert werden (Rutkowski & Svetina, 2014), wird mit Alignment (Asparouhov & Muthén, 2014) eine flexiblere und angemessenere Methode verwendet. Dennoch erreichen die drei Basisdimensionen nur metrische (identische Faktorenladungen) und nicht skalare Invarianz (identische Intercepts) zwischen den 15 Bildungssystemen. Folglich sind valide Vergleiche von Mittelwertsunterschieden in der Unterrichtsqualität zwischen den 15 Bildungssystemen nicht möglich. Innerhalb der fünf Cluster, bestehend aus jeweils drei Bildungssystemen mit ähnlicher oder identischer Sprache, wird im Gegensatz dazu skalare Invarianz bestätigt. Die Ergebnisse aus Beitrag I legen nahe, dass die untersuchten Fragebogenskalen zur Messung von Unterrichtsqualität unterschiedlich zwischen Bildungssystemen funktionieren. Eine höhere Vergleichbarkeit scheint jedoch mit einer kulturellen und sprachlichen Ähnlichkeit der Befragten einherzugehen. Wird diese Ähnlichkeit bei der Analyse berücksichtigt, sind valide Vergleiche von Mittelwertsunterschieden für eine Teilmenge an Bildungssystemen mit invarianter Messung möglich.
Beitrag II knüpft an Ergebnisse aus Beitrag I an und untersucht potenzielle Ursachen der fehlenden Invarianz. Der Fokus liegt auf kulturellen Variationen im Antwortprozess, die zu einer eingeschränkten Datenvergleichbarkeit führen können (z.B. Schwarz et al., 2010). Beitrag II konzentriert sich auf die erste und zweite Stufe des Antwortprozesses, der Item-Interpretation und der Assoziation des Item-Inhaltes mit persönlichen Erfahrungen (Tourangeau, 1984). Mit Hilfe von kognitiven Interviews wird untersucht, wie Schülerinnen und Schüler aus China (Shanghai) und Deutschland PISA Items zur Messung konstruktiver Unterstützung interpretieren und welche Unterrichtserfahrungen sie mit den Items assoziieren. Die Ergebnisse der strukturierenden qualitativen Inhaltanalyse nach Kuckartz (2018) zeigen zwar, dass sowohl chinesische als auch deutsche Schülerinnen und Schüler die Items mehrheitlich mit Unterrichtsmethoden assoziieren, die zur Kompetenzunterstützung beitragen (beispielsweise Methoden zur Beseitigung von Verständnisproblemen). Es zeigen sich jedoch auch deutliche interpretative Variationen, sowohl für statistisch nicht messinvariante (nicht vergleichbare) Items als auch für messinvariante (vergleichbare) Items. Diese können zum einen auf Eigenschaften der Messung zurückgeführt werden. Hierzu zählt eine unterschiedliche Übersetzung des Terms Lernen (in Deutschland Lernfortschritt in China Lernstand). Zudem finden sich Hinweise, dass komplexe und uneindeutige Itemformulierungen mehr Spielraum für kulturspezifische Interpretationen zulassen. Die zweite Ursache der interpretativen Variationen ist ein unterschiedliches Verständnis von konstruktiver Unterstützung, das durch kulturelle Unterschiede in der Unterrichtsgestaltung und -zielsetzung erklärt werden kann (Leung, 2001). Neben der Kompetenzunterstützung assoziieren die deutschen Schülerinnen und Schüler die Items mehrheitlich mit Methoden zur Unterstützung ihrer Autonomie und ihres sozial-emotionalen Erlebens im Unterricht, wohingegen die chinesischen Schülerinnen und Schüler die Items mehrheitlich mit Methoden zur Unterstützung ihrer akademischen Produktivität (z.B. ihrer Aufmerksamkeit) assoziieren. Die Ergebnisse aus Beitrag II legen nahe, dass die Interpretation von Fragebogenitems variieren kann, je nach dem in welchem kulturellen Kontext die Frage gestellt wird. Sie betonen zudem, dass quantitative und qualitative Methoden miteinander kombiniert werden sollten, um verlässliche Information über die interkulturelle Vergleichbarkeit von Fragebogenitems zu erhalten ...
Fragestellung: Es existiert eine Vielzahl von Begriffen für Verhaltenssüchte, die Mängel in Operationalisierung, Bezug zum Verhalten, Kompatibilität mit internationalen Klassifikationen sowie nicht stigmatisierender Nutzung aufweisen. Daher werden einheitliche Begriffe für Verhaltenssüchte benötigt. Methode: Im Rahmen einer Leitlinie zur Diagnostik und Behandlung Internetbezogener Störungen wurden Lösungen in Form eines Expertenkonsens entwickelt. Ergebnisse: Als Grundlage wurde die Einteilung von Verhaltenssüchten in der 11. Revision der International Classification of Diseases (ICD-11) genutzt. Es wurden die Begriffe Computerspielstörung (CSS) und Glücksspielstörung (GSS) für die beiden in ICD-11 enthaltenen Verhaltenssüchte gewählt sowie drei weitere spezifizierte Verhaltenssüchte vorgeschlagen: Soziale-Netzwerke-Nutzungsstörung (SNS), Shoppingstörung (ShS) und Pornografie-Nutzungsstörung (PNS). Für CSS, GSS und ShS wird weiterhin zwischen vorwiegend online oder vorwiegend offline unterschieden. Als Oberbegriff wird Störungen aufgrund von Verhaltenssüchten vorgeschlagen. Für Störungen aufgrund von Verhaltenssüchten, die sich vorwiegend auf online ausgeübte Verhaltensweisen beziehen, kann alternativ der Oberbegriff Internetnutzungsstörungen verwendet werden. Schlussfolgerung: Die vorgeschlagenen Termini weisen Verbesserungen im Vergleich zu uneindeutigen oder aus anderen Gründen ungünstigen Begriffen dar. Gleichzeitig konnte eine Kompatibilität mit der ICD-11 ermöglicht werden.
Although resilience is a multi-level process, research largely focuses on the individual and little is known about how resilience may distinctly present at the group level. Even less is known about subjective conceptualizations of resilience at either level. Therefore, two studies sought to better understand how individuals conceptualize resilience both as an individual and as a group. Study 1 (N = 123) experimentally manipulated whether participants reported on either individual or group-based responses to real stressors and analysed their qualitative responses. For individual responses, subjective resilience featured active coping most prominently, whereas social support was the focus for group-based responses. As these differences might be attributable to the different stressors people remembered in either condition, Study 2 (N = 171) held a hypothetical stressor (i.e., natural disaster) constant. As expected, resilience at the group level emphasized maintaining group cohesion. Surprisingly, the group condition also reported increased likelihood to engage in blame, denial, and behavioural disengagement. Contrary to expectations, participants in the individual condition reported stronger desire to seek out new groups. The combined findings are discussed within the framework of resilience and social identity and highlight the necessity of accounting for multiple levels and subjective conceptualizations of resilience.
Research on collective resilience processes still lacks a detailed understanding of psychological mechanisms at work when groups cope with adverse conditions, i.e., long-term processes, and how such mechanisms affect physical and mental well-being. As collective resilience will play a crucial part in facing looming climate change-related events such as floods, it is important to investigate these processes further. To this end, this study takes a novel holistic approach by combining resilience research, social psychology, and an archeological perspective to investigate the role of social identity as a collective resilience factor in the past and present. We hypothesize that social identification buffers against the negative effects of environmental threats in participants, which increases somatic symptoms related to stress, in a North Sea region historically prone to floods. A cross-sectional study (N = 182) was conducted to analyze the moderating effects of social identification on the relations between perceived threat of North Sea floods and both well-being and life satisfaction. The results support our hypothesis that social identification attenuates the relationship between threat perception and well-being, such that the relation is weaker for more strongly identified individuals. Contrary to our expectations, we did not find this buffering effect to be present for life satisfaction. Future resilience studies should further explore social identity as a resilience factor and how it operates in reducing environmental stress put on individuals and groups. Further, to help communities living in flood-prone areas better cope with future environmental stress, we recommend implementing interventions strengthening their social identities and hence collective resilience.
Background: Teachers often face high job demands that might elicit strong stress responses. This can increase risks of adverse strain outcomes such as mental and physical health impairment. Psychological detachment has been suggested as a recovery experience that counteracts the stressor-strain relationship. However, psychological detachment is often difficult when job demands are high. The aims of this study were, first, to gain information on the prevalence of difficulties detaching from work among German teachers, second, to identify potential person-related/individual (i.e., age, sex), occupational (e.g., tenure, leadership position), and work-related (e.g., overload, cognitive, emotional, and physical demands) risk factors and, third, to examine relationships with mental and physical health impairment and sickness absence.
Methods: A secondary analysis of cross-sectional data from a national and representative survey of German employees was conducted (BIBB/BAuA Employment Survey 2018). For the analyses data from two groups of teachers (primary/secondary school teachers: n = 901, other teachers: n = 641) were used and compared with prevalence estimates of employees from other occupations (n = 16,266).
Results: Primary/secondary school teachers (41.5%) and other teachers (30.3%) reported more difficulties detaching from work than employees from other occupations (21.3%). Emotional demands and deadline/performance pressure were the most severe risk factors in both groups of teachers. In the group of primary/secondary school teachers multitasking demands were further risk factors for difficulties to detach from work whereas support from colleagues reduced risks. In both groups of teachers detachment difficulties can be linked to an increase in psychosomatic and musculoskeletal complaints and, additionally, to a higher risk of sickness absence among primary/secondary school teachers.
Conclusions: Difficulties detaching from work are highly prevalent among German teachers. In order to protect them from related risks of health impairment, interventions are needed which aim at optimizing job demands and contextual resources (i.e., work-directed approaches) or at improving coping strategies (i.e., person-directed approaches).
It is important to understand the processes behind how and why individuals emerge as leaders, so that the best and most capable individuals may occupy leadership positions. So far, most literature in this area has focused on individual characteristics, such as personality or cognitive ability. While interactions between individuals and context do get research attention, we still lack a comprehensive understanding of how the social context at work may help individuals to emerge as leaders. Such knowledge could make an important contribution toward getting the most capable, rather than the most dominant or narcissistic individuals, into leadership positions. In the present work, we contribute toward closing this gap by testing a mediation chain linking a leader's leader self-awareness to a follower's leadership emergence with two time-lagged studies (nstudy1 = 449, nstudy2 = 355). We found that the leader's leader self-awareness was positively related to (a) the follower's leadership emergence and (b) the follower's nomination for promotion and that both relationships were serially mediated by the follower's self-leadership and the follower's leader self-efficacy. We critically discuss our findings and provide ideas for future research.
A Corrigendum on Take a “Selfie”: Examining How Leaders Emerge From Leader Self-Awareness, Self-Leadership, and Self-Efficacy by Bracht, E. M., Keng-Highberger, F. T., Avolio, B. J., and Huang, Y. (2021). Front. Psychol. 12:635085. doi: 10.3389/fpsyg.2021.635085 In the original article, there was an error. The Ethics Statement incorrectly stated that “Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements. The patients/participants provided their written informed consent to participate in this study.” A correction has been made to the Ethics Statement. The corrected statement is shown below. The studies involving human participants were reviewed and approved by Nanyang Technological University (NTU) Institutional Review Board (IRB-2020-04-004). The participants provided their written informed consent to participate in this study. The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Background: Many refugees have experienced multiple traumatic events in their country of origin and/or during flight. Trauma-related disorders such as posttraumatic stress disorder (PTSD) or complex PTSD (CPTSD) are prevalent in this population, which highlights the need for accessible and effective treatment. Imagery Rescripting (ImRs), an imagery-based treat- ment that does not use formal exposure and that has received growing interest as an innovative treatment for PTSD, appears to be a promising approach.
Objective: This randomized-controlled trial aims to investigate the efficacy of ImRs for refugees compared to Usual Care and Treatment Advice (UC+TA) on (C)PTSD remission and reduction in other related symptoms.
Method: Subjects are 90 refugees to Germany with a diagnosis of PTSD according to DSM-5. They will be randomly allocated to receive either UC+TA (n = 45) or 10 sessions of ImRs (n = 45). Assessments will be conducted at baseline, post-intervention, three-month follow- up, and 12-month follow-up. Primary outcome is the (C)PTSD remission rate. Secondary outcomes are severity of PTSD and CPTSD symptoms, psychiatric symptoms, dissociative symptoms, quality of sleep, and treatment satisfaction. Economic analyses will investigate health-related quality of life and costs. Additional measures will assess migration and stress- related factors, predictors of dropout, therapeutic alliance and session-by-session changes in trauma-related symptoms.
Results and Conclusions: Emerging evidence suggests the suitability of ImRs in the treat- ment of refugees with PTSD. After positive evaluation, this short and culturally adaptable treatment can contribute to close the treatment gap for refugees in high-income countries such as Germany.
Trial registration: German Clinical Trials Register under trial number DRKS00019876, regis- tered prospectively on 28 April 2020.
Background: Researchers who wish to study stress-related disorders need to use valid, reliable, and sensitive instruments and the Clinician-administered PTSD Scale (CAPS) con- stitutes the gold standard in the assessment of posttraumatic stress disorder (PTSD). While the CAPS corresponds with PTSD criteria according to the DSM-5, researchers face a challenge with the forthcoming ICD-11: ICD-11 introduces the new diagnosis Complex PTSD (CPTSD) that does not exist in DSM-5.
Objective: Researchers as well as clinicians will need to assess the incidence and prevalence of CPTSD and will want to evaluate treatment effects according to both criteria sets. However, using two clinician-rated interviews is often not feasible and a burden to patients, particularly in psychotherapy research.
Method & Results: We have therefore developed the Complex PTSD Item Set additional to the CAPS (COPISAC). This clinician rating is an easy-to-use and economic addition to the CAPS that permits assessing diagnosis and evaluating symptom severity of CPTSD. COPISAC consists of three items that assess disturbances in self-regulation including prompts for symptom description and frequency, and two additional items assessing impairment. Diagnostic status and severity ratings for CPTSD are possible. Items that account for the specific forms of trauma which the ICD-11 describes as precursors of CPTSD (e.g. torture, being enslaved) are further suggested as additions to the Life Events Checklist. Conclusion: With an introduction of COPISAC at this point, we aim at suggesting an easy transition into diagnosing CPTSD and evaluating its course over treatment.
Development and preliminary validation of the Emotions while Learning an Instrument Scale (ELIS)
(2021)
Learning to play a musical instrument is associated with different, partially conflicting emotions. This paper describes the development and psychometric properties of the Emotions while Learning an Instrument Scale (ELIS). In a longitudinal study with 545 German elementary school children factorial structure and psychometric properties were evaluated. Exploratory and confirmatory factor analyses confirmed a two-factor solution measuring Positive musical Emotions while Learning an Instrument (PELI) and Negative Emotions while Learning an Instrument (NELI). Both subscales yielded scores with adequate internal reliability (Cronbach’s α = .74, .86) and relatively stable retest reliabilities over 18 months (r = .11 -.56). Preliminary evidence of congruent and divergent validity of the subscales is provided. Implications for future research of musical emotional experiences in children are discussed.
Internet Gaming Disorder (IGD) has been included in the DSM-5 as a diagnosis for further study, and Gaming Disorder as a new diagnosis in the ICD-11. Nonetheless, little is known about the clinical prevalence of IGD in children and adolescents. Additionally, it is unclear if patients with IGD are already identified in routine psychotherapy, using the ICD-10 diagnosis F 63.8 (recommended classification of IGD in ICD-10). This study investigated N = 358 children and adolescents (self and parental rating) of an outpatient psychotherapy centre in Germany using the Video Game Dependency Scale. According to self-report 4.0% of the 11- to 17-year-old patients met criteria for a tentative IGD diagnosis and 14.0% according to the parental report. Of the 5- to 10-year-old patients, 4.1% were diagnosed with tentative IGD according to parental report. Patients meeting IGD criteria were most frequently diagnosed with hyperkinetic disorders, followed by anxiety disorders, F 63.8, conduct disorders, mood disorders and obsessive-compulsive disorders (descending order) as primary clinical diagnoses. Consequently, this study indicates that a significant amount of the clinical population presents IGD. Meaning, appropriate diagnostics should be included in routine psychological diagnostics in order to avoid “hidden” cases of IGD in the future.
Objective: The problematic use of computer games was included in the DSM-5 and in the ICD-11. Initial research revealed associa- tions between problematic gaming (PG) and quality of life (QoL). However, clarification is needed concerning which dimensions of the multidi- mensional construct QoL are particularly relevant for PG. Method: To answer this question empirically, we asked 503 parents (mean age: 47.63 years) to rate their 503 children (average age: 14.60 years) regarding QoL and PG, using validated questionnaires on parental assessments of adolescent PG and health-related QoL to collect the data. Correlation analyses were calculated to determine bivariate relations, and a multiple linear regression was used to conduct a multivariable analysis. Results: In the bivariate analyses, a higher severity of PG was associated with a lower health-related QoL in all five surveyed dimensions. In the multivariable model (corrected R2 = 0.35), we observed statistically significant associations between higher severity of PG and male sex and lower age of the adolescent as well as lower QoL in the dimensions of physical well-being and school environment. Conclusions: According to the findings of the present study, physical well-being and school environment should be especially focused on in preventive approaches against the development of PG in youth.
Defensive decision making occurs when the decision-maker does not choose the option that is in the best interest of an organization or client but instead chooses a less effective but lower risk alternative that protects him or her in case something goes wrong. Such decisions are widespread across occupations and sectors and cause substantive damage to organizations. In a first step, we developed a scale to measure defensive decision making and test its validity. The scale covers two distinct but related dimensions: avoidance and approach. In a subsequent, two-wave study, we examined the antecedents of defensive decision making using conservation of resources theory as a theoretical lens. An environment characterized by higher psychological safety can reduce resource depletion and diminishes defensive decision making. In contrast, job insecurity can result in a threat to personal resources, which increases the likelihood that employees choose defensive decisions.
Practitioners points:
People engage in defensive decision making as a means to protect their own resources from exhaustion.
Organizations can reduce the number of defensive decisions by enhancing situational resources such as psychological safety.
The short and preliminarily validated scale we developed can be used to make defensive decisions visible in organizations.